Blended learning, a combination of online and offline learning, is believed to enhance students’ self-learning, and help increase their learning performances. To successfully operate a blended learning system, increasing the learners’ satisfaction seems to be an important task. Moreover, there should be a duty to understand the self-efficacy of a student to encourage them to participate in this course (Chen & Yao, 2016). As a result, knowing the internal or external factors that influence student satisfaction in blended learning is critical for the effective design of blended learning courses in the future (Graham, Henrie, & Gibbons, 2013). In this study, a 76-item survey questionnaire with a five-level Likert scale was administered to 2403 students, in which 453 returned but just 345 responses were qualified for data analysis. The questionnaire was adapted from the previous studies by Reid (1984), Wu, Hsia, Liao, & Tennyson (2008), Ali (2011), Azawei (2017). The results divulged that a) social environment and cognitive factors had significantly positive correlations with students’ satisfaction in a BL course, in which social factors have a higher relation, b) learning climate and perceived usefulness are the two factors having the most significant impact on student satisfaction, while c) students’ learning styles have the lowest correlation, but positive to the other variables. The pedagogical implications and limitations of study are also discussed.
Dinh, Tuong Cao Mr.; Dao, Kien Trung Mr.; Quach, Duyen Kim Mss.; Ha, Nhu Phan To Mss.; and Ho, Mai Cam Mss.
"Factors Affect Students’ Satisfaction In Blended Learning Courses In A Private University In Vietnam,"
Essays in Education: Vol. 28:
1, Article 2.
Available at: https://openriver.winona.edu/eie/vol28/iss1/2